This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
Should the us enter WWI? SAC by Lauren Tatajelenjos
Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
The document describes a family, John and Mary Allen, who farmed multiple properties totaling over 100 acres in the early 1900s. To supplement their income from farming, John's father would travel by horse and wagon to nearby villages selling pottery made by the family. Through renting farms, pottery sales, and saving money, the Allen family was able to prosper and pay off their farmland properties over 10 years of work.
Should a US President always be honest? SAC by James Ferrarajelenjos
This document provides an overview and summary of 6 primary source documents that could be used to facilitate a classroom discussion and activity around the historical question "Should a U.S president always be honest?". The documents include Lincoln's Gettysburg Address audio recording, a text of one of his speeches, a certificate used in his campaign, a letter by Thomas Jefferson, an article promoting western territories, and photos of Lincoln's second inauguration. Students will be asked to analyze the documents, take positions on the question, and work to build consensus through discussion.
Should the African Elephant be Protected? SAC by Sarah Stolfijelenjos
This document summarizes the African Elephant Anti-Poaching Act of 1988, which made it illegal to import African elephant ivory from certain countries and outlined penalties for poaching elephants. The Act prohibited ivory imports from countries not party to an international wildlife treaty, without elephant populations, or not located in Africa. It established civil penalties up to $10,000 per violation and criminal penalties of fines from $5,000-$20,000 and/or up to 1 year in prison. The Act also described enforcement powers and forfeiture provisions for those found violating the anti-poaching laws.
The document is a letter from Charles Dana to William Seward discussing Lincoln's announcement of the Emancipation Proclamation in September 1862. Dana suggests that Lincoln may have a personal interest in freeing slaves and restoring the Union. He expresses distaste for slaves and believes they are "right" as cotton cultivating slaves in the South. The letter contains Dana's opinion on one part of the Proclamation that bothers him regarding efforts to repress freed slaves.
U.S. Soliders in the Pacific during World War 2mfcache
U.S. soldiers fought across the Pacific islands during World War 2, pushing the Japanese back toward their homeland. Students will take on the role of American soldiers, tracking troop movements from 1942 to 1945 and writing letters home each year about their locations, the war strategy, and their state of mind. They will use websites to research battles, strategies, and maps to complete the interactive activity.
This document summarizes an academic workshop on using primary sources to teach history. It provides background on a lesson for an 11th grade US History class exploring whether the Indian Wars of the late 1800s were inevitable. The lesson uses 8 primary documents to examine the relationship between white settlers and Native Americans and have students debate whether conflicts could have been avoided. Students will assess the documents and write an essay arguing their position on the historical question.
The document provides background and materials for a lesson on the academic controversy of whether citizens of the Plains region were better off migrating to California during the Dust Bowl. It includes 6 primary source documents that students will analyze to argue different perspectives on the topic. The lesson involves assigning groups to argue different positions, presenting and questioning each other's arguments, and building consensus on their view. The goal is to have students understand multiple perspectives on the migrants' difficult situation and choices during the Dust Bowl.
Should the us enter WWI? SAC by Lauren Tatajelenjos
Here are the key points my partner and I will make in arguing that the United States should enter World War I:
1. The documents show that neutrality was not truly protecting American interests as shown in Document 1 with the political cartoon depicting Uncle Sam being threatened while trying to remain neutral.
2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
3. The Zimmerman Telegram in Document 4 revealed a German plot with Mexico that threatened American territory, giving the U.S. a reason to enter the war in self-defense.
4. Taken together, these documents provide evidence that remaining neutral was no
The document describes a family, John and Mary Allen, who farmed multiple properties totaling over 100 acres in the early 1900s. To supplement their income from farming, John's father would travel by horse and wagon to nearby villages selling pottery made by the family. Through renting farms, pottery sales, and saving money, the Allen family was able to prosper and pay off their farmland properties over 10 years of work.
Should a US President always be honest? SAC by James Ferrarajelenjos
This document provides an overview and summary of 6 primary source documents that could be used to facilitate a classroom discussion and activity around the historical question "Should a U.S president always be honest?". The documents include Lincoln's Gettysburg Address audio recording, a text of one of his speeches, a certificate used in his campaign, a letter by Thomas Jefferson, an article promoting western territories, and photos of Lincoln's second inauguration. Students will be asked to analyze the documents, take positions on the question, and work to build consensus through discussion.
Should the African Elephant be Protected? SAC by Sarah Stolfijelenjos
This document summarizes the African Elephant Anti-Poaching Act of 1988, which made it illegal to import African elephant ivory from certain countries and outlined penalties for poaching elephants. The Act prohibited ivory imports from countries not party to an international wildlife treaty, without elephant populations, or not located in Africa. It established civil penalties up to $10,000 per violation and criminal penalties of fines from $5,000-$20,000 and/or up to 1 year in prison. The Act also described enforcement powers and forfeiture provisions for those found violating the anti-poaching laws.
The document is a letter from Charles Dana to William Seward discussing Lincoln's announcement of the Emancipation Proclamation in September 1862. Dana suggests that Lincoln may have a personal interest in freeing slaves and restoring the Union. He expresses distaste for slaves and believes they are "right" as cotton cultivating slaves in the South. The letter contains Dana's opinion on one part of the Proclamation that bothers him regarding efforts to repress freed slaves.
U.S. Soliders in the Pacific during World War 2mfcache
U.S. soldiers fought across the Pacific islands during World War 2, pushing the Japanese back toward their homeland. Students will take on the role of American soldiers, tracking troop movements from 1942 to 1945 and writing letters home each year about their locations, the war strategy, and their state of mind. They will use websites to research battles, strategies, and maps to complete the interactive activity.
The document summarizes a lesson plan for a 5th grade history class to debate whether John Brown's actions leading up to the Civil War were justified. The lesson involves students analyzing 6 primary source documents about Brown and his raid on Harpers Ferry. Students will then participate in a Socratic Academic Controversy, where they will be assigned a position and present arguments to their peers. The goal is for students to build consensus on whether Brown's actions were justified or not. The teacher will assess students based on their analysis of documents and participation in discussions.
This document outlines Mrs. Navejar's class schedule and lesson plans for the week of June 1-4. The lessons focus on the internment of Japanese Americans during World War II, including reading Farewell to Manzanar and examining whether the US government followed the 1929 Geneva Conventions. Plans include discussing the book, reviewing primary sources on internment camps and propaganda, and comparing the treatment of detainees at Guantanamo Bay to the Geneva Conventions.
Geographic factors significantly influenced the outcome of World War II according to the document. Location, climate, and resource availability each played important roles for different nations. The document outlines how the favorable location of the United States and resource availability in Britain helped those countries succeed, while unfavorable factors hampered Germany and Japan and contributed to their defeat. Analyzing these geographic influences could provide insights into why the Allies were ultimately victorious in the war.
Teacher Brandon Carnevale's US History lesson plan for October 29th involves 11th grade students examining and debating the Cuban Missile Crisis. Students will first read about the crisis and split into groups to debate whether the US should have entered the Cold War, with one group supporting entering the war and one against it. They will then participate in a Cold War debate pretending to be in JFK's war room during the crisis and argue their assigned positions.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
The document provides an overview of a lesson plan about the internment of Japanese Americans during World War II. It discusses how students will analyze primary sources to determine if the internment was justified or a violation of civil rights. Key events discussed include the bombing of Pearl Harbor, FDR's executive order to relocate Japanese Americans, and Supreme Court cases challenging the constitutionality of the internment. The lesson plan aims to help students evaluate if limiting civil rights during times of war can ever be acceptable.
1) This lesson plan aims to teach 11th grade US History students about the Vietnam War through an analysis of protest songs from the era. Students will be placed into groups and research different songs, examining lyrics and messages. They will then create a PowerPoint presentation combining the songs and imagery from the time period.
2) Students will be assessed based on their contribution to the group PowerPoint and two individual essay responses analyzing a song and their perspective during the war as either a hawk or dove. The lesson incorporates technology, group work, and interviews to provide students with diverse perspectives and learning experiences.
This presentation was created for Georgia Southern University's FRMS 7331. This covers the Vietnam War through multiple means (art, poetry, and music).
This document provides an overview of common core standards and objectives for a unit on wars in Asia and the Middle East. It covers several wars including the Korean War, Vietnam War, Afghanistan War, and Iraq War. Students will learn about the causes and consequences of these wars while developing writing, research, and collaboration skills. The unit utilizes readings, videos, class discussions, and a test to help students understand important historical events and their relevance today.
This document outlines a project for students to learn about Memorial Day and related holidays celebrated in other countries. It proposes that students work in groups to create a website providing information about how Memorial Day is celebrated in the US, Remembrance Day in Britain, and Victory Day in Russia. Each group would research one holiday, collecting pictures and information to include in a multimedia description. The groups would post their work to a shared website for others to read and provide feedback. The project aims to teach students about the holidays through cooperative work and use of technology.
The document discusses several activities for students to learn about the War of 1812. Students are asked to discuss in pairs and write responses about impressment and how people might react today. They also investigate the causes of heat stroke in British soldiers at the Battle of Battenburg and calculate details about Fort McHenry such as its perimeter and number of cannons. Students explore key figures in the war and write a comic strip or timeline summarizing what they learned. They analyze the 1812 Overture and pretend to write a music review for the War Journal.
Jackson indian removal_lesson_ccss_2011_finalLauren_Weaver
CCSS Presentation, Saturday March 5, 2011
Investigating the Indian Removal Act through Multiple Sources:
An historical inquiry-based lesson that analyzes art and speeches by President Andrew Jackson & Chief Black Hawk
8th Grade Multi-day Lesson
This document outlines activities for a unit on the history of the United States, including its development as a melting pot of cultures, the independence movement, and the Civil War. The activities include watching videos, answering multiple choice questions, discussing topics in pairs or groups, completing running dictations, reading biographies, and filling in blanks with verb tenses. The goal is for students to learn about the social and ethnic diversity of the US, key events in American history, and to practice various language skills.
This document provides an introduction and contents section for a dissertation analyzing the motivations of Viet Cong insurgents during the Vietnam War. It discusses the debate around whether the insurgents were primarily nationalists or communists. The introduction summarizes previous literature on this topic and introduces sources that will be analyzed, including interviews conducted by RAND Corporation with Viet Cong prisoners of war and defectors. Some limitations of these sources are noted, such as issues with translation and the potential for prisoners to provide biased responses.
This document provides details on an activity to teach 8th grade students about food from around the world. The activity includes matching pictures of food and country flags, asking and answering questions about different cuisines, reading short texts using the present perfect tense, and having students tell the class about food they have eaten. The activity covers source, target, and international cultures by including Mongolian, American, and other global foods. Last year, students shared their experiences and learned food names using the target grammar. Modifications may be needed if classes resume next month.
The document provides a performance assessment for students to analyze primary sources related to civil rights during World War II. It includes background information on key figures like A. Philip Randolph and Walter White. Students are asked to read and analyze letters, notes, and executive orders from 1940-1941 between civil rights leaders and President Roosevelt. They are to determine the central messages and compare how Roosevelt's responses changed over time, leading to the issuance of Executive Order 8802 prohibiting discrimination in defense industries. The assessment examines what civil rights leaders demanded from Roosevelt and how sustained pressure was necessary to create positive change.
This document is a poster from the U.S. Food Administration during World War I that asks Americans to conserve wheat. It depicts the Statue of Liberty holding sheaves of wheat and asks citizens to help win the war by saving food. Herbert Hoover led the voluntary food conservation effort and did not accept a salary so that he could ask Americans to also make sacrifices.
President Roosevelt addresses Congress after the attack on Pearl Harbor by Japan on December 7, 1941. He reports that the U.S. was attacked at Pearl Harbor and other locations in the Pacific without warning. Roosevelt asserts that this was a deliberately planned attack by Japan and asks Congress to declare that a state of war exists between the U.S. and Japan.
This document describes a lesson plan for a World War 2 letter writing WebQuest for 8th grade students. Students take on the role of a young American during WWII and write three letters home at different points in the war from the perspective of either a soldier overseas or someone working on the home front. The lesson teaches students about the personal experiences and emotions of those who lived during WWII through researching primary sources and applying what they learn to crafting realistic first-person letters with accompanying photos from the time period.
This document provides instructions for GCSE History exam candidates taking the exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - Part 1 covers aspects of international relations with questions on the inter-war years, Cold War, or 1948-2005. Part 2 focuses on the depth study of the USA over the given time period. Candidates must answer questions based on provided sources as well as questions testing their knowledge. The sources provided relate to cartoons about Hitler/Stalin, Kennedy/Khrushchev during the Cuban Missile Crisis, and Roosevelt.
- The document provides background information and documents related to Lyndon Johnson's escalation of US involvement in the Vietnam War from 1963 to 1968. It includes an introduction to the case study, biographical notes on key figures, and a glossary of terms. The documents focus on American decisions and responses to the war and shed light on aspects of US foreign policy and the presidency.
The document summarizes a lesson plan for a 5th grade history class to debate whether John Brown's actions leading up to the Civil War were justified. The lesson involves students analyzing 6 primary source documents about Brown and his raid on Harpers Ferry. Students will then participate in a Socratic Academic Controversy, where they will be assigned a position and present arguments to their peers. The goal is for students to build consensus on whether Brown's actions were justified or not. The teacher will assess students based on their analysis of documents and participation in discussions.
This document outlines Mrs. Navejar's class schedule and lesson plans for the week of June 1-4. The lessons focus on the internment of Japanese Americans during World War II, including reading Farewell to Manzanar and examining whether the US government followed the 1929 Geneva Conventions. Plans include discussing the book, reviewing primary sources on internment camps and propaganda, and comparing the treatment of detainees at Guantanamo Bay to the Geneva Conventions.
Geographic factors significantly influenced the outcome of World War II according to the document. Location, climate, and resource availability each played important roles for different nations. The document outlines how the favorable location of the United States and resource availability in Britain helped those countries succeed, while unfavorable factors hampered Germany and Japan and contributed to their defeat. Analyzing these geographic influences could provide insights into why the Allies were ultimately victorious in the war.
Teacher Brandon Carnevale's US History lesson plan for October 29th involves 11th grade students examining and debating the Cuban Missile Crisis. Students will first read about the crisis and split into groups to debate whether the US should have entered the Cold War, with one group supporting entering the war and one against it. They will then participate in a Cold War debate pretending to be in JFK's war room during the crisis and argue their assigned positions.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
The document provides an overview of a lesson plan about the internment of Japanese Americans during World War II. It discusses how students will analyze primary sources to determine if the internment was justified or a violation of civil rights. Key events discussed include the bombing of Pearl Harbor, FDR's executive order to relocate Japanese Americans, and Supreme Court cases challenging the constitutionality of the internment. The lesson plan aims to help students evaluate if limiting civil rights during times of war can ever be acceptable.
1) This lesson plan aims to teach 11th grade US History students about the Vietnam War through an analysis of protest songs from the era. Students will be placed into groups and research different songs, examining lyrics and messages. They will then create a PowerPoint presentation combining the songs and imagery from the time period.
2) Students will be assessed based on their contribution to the group PowerPoint and two individual essay responses analyzing a song and their perspective during the war as either a hawk or dove. The lesson incorporates technology, group work, and interviews to provide students with diverse perspectives and learning experiences.
This presentation was created for Georgia Southern University's FRMS 7331. This covers the Vietnam War through multiple means (art, poetry, and music).
This document provides an overview of common core standards and objectives for a unit on wars in Asia and the Middle East. It covers several wars including the Korean War, Vietnam War, Afghanistan War, and Iraq War. Students will learn about the causes and consequences of these wars while developing writing, research, and collaboration skills. The unit utilizes readings, videos, class discussions, and a test to help students understand important historical events and their relevance today.
This document outlines a project for students to learn about Memorial Day and related holidays celebrated in other countries. It proposes that students work in groups to create a website providing information about how Memorial Day is celebrated in the US, Remembrance Day in Britain, and Victory Day in Russia. Each group would research one holiday, collecting pictures and information to include in a multimedia description. The groups would post their work to a shared website for others to read and provide feedback. The project aims to teach students about the holidays through cooperative work and use of technology.
The document discusses several activities for students to learn about the War of 1812. Students are asked to discuss in pairs and write responses about impressment and how people might react today. They also investigate the causes of heat stroke in British soldiers at the Battle of Battenburg and calculate details about Fort McHenry such as its perimeter and number of cannons. Students explore key figures in the war and write a comic strip or timeline summarizing what they learned. They analyze the 1812 Overture and pretend to write a music review for the War Journal.
Jackson indian removal_lesson_ccss_2011_finalLauren_Weaver
CCSS Presentation, Saturday March 5, 2011
Investigating the Indian Removal Act through Multiple Sources:
An historical inquiry-based lesson that analyzes art and speeches by President Andrew Jackson & Chief Black Hawk
8th Grade Multi-day Lesson
This document outlines activities for a unit on the history of the United States, including its development as a melting pot of cultures, the independence movement, and the Civil War. The activities include watching videos, answering multiple choice questions, discussing topics in pairs or groups, completing running dictations, reading biographies, and filling in blanks with verb tenses. The goal is for students to learn about the social and ethnic diversity of the US, key events in American history, and to practice various language skills.
This document provides an introduction and contents section for a dissertation analyzing the motivations of Viet Cong insurgents during the Vietnam War. It discusses the debate around whether the insurgents were primarily nationalists or communists. The introduction summarizes previous literature on this topic and introduces sources that will be analyzed, including interviews conducted by RAND Corporation with Viet Cong prisoners of war and defectors. Some limitations of these sources are noted, such as issues with translation and the potential for prisoners to provide biased responses.
This document provides details on an activity to teach 8th grade students about food from around the world. The activity includes matching pictures of food and country flags, asking and answering questions about different cuisines, reading short texts using the present perfect tense, and having students tell the class about food they have eaten. The activity covers source, target, and international cultures by including Mongolian, American, and other global foods. Last year, students shared their experiences and learned food names using the target grammar. Modifications may be needed if classes resume next month.
The document provides a performance assessment for students to analyze primary sources related to civil rights during World War II. It includes background information on key figures like A. Philip Randolph and Walter White. Students are asked to read and analyze letters, notes, and executive orders from 1940-1941 between civil rights leaders and President Roosevelt. They are to determine the central messages and compare how Roosevelt's responses changed over time, leading to the issuance of Executive Order 8802 prohibiting discrimination in defense industries. The assessment examines what civil rights leaders demanded from Roosevelt and how sustained pressure was necessary to create positive change.
This document is a poster from the U.S. Food Administration during World War I that asks Americans to conserve wheat. It depicts the Statue of Liberty holding sheaves of wheat and asks citizens to help win the war by saving food. Herbert Hoover led the voluntary food conservation effort and did not accept a salary so that he could ask Americans to also make sacrifices.
President Roosevelt addresses Congress after the attack on Pearl Harbor by Japan on December 7, 1941. He reports that the U.S. was attacked at Pearl Harbor and other locations in the Pacific without warning. Roosevelt asserts that this was a deliberately planned attack by Japan and asks Congress to declare that a state of war exists between the U.S. and Japan.
This document describes a lesson plan for a World War 2 letter writing WebQuest for 8th grade students. Students take on the role of a young American during WWII and write three letters home at different points in the war from the perspective of either a soldier overseas or someone working on the home front. The lesson teaches students about the personal experiences and emotions of those who lived during WWII through researching primary sources and applying what they learn to crafting realistic first-person letters with accompanying photos from the time period.
This document provides instructions for GCSE History exam candidates taking the exam on international relations from 1919-2005 and a depth study on the USA from 1919-1941. The exam consists of two parts - Part 1 covers aspects of international relations with questions on the inter-war years, Cold War, or 1948-2005. Part 2 focuses on the depth study of the USA over the given time period. Candidates must answer questions based on provided sources as well as questions testing their knowledge. The sources provided relate to cartoons about Hitler/Stalin, Kennedy/Khrushchev during the Cuban Missile Crisis, and Roosevelt.
- The document provides background information and documents related to Lyndon Johnson's escalation of US involvement in the Vietnam War from 1963 to 1968. It includes an introduction to the case study, biographical notes on key figures, and a glossary of terms. The documents focus on American decisions and responses to the war and shed light on aspects of US foreign policy and the presidency.
AMERICAN LEADERSHIP AND DECISION-MAKING FAILURES IN THE TET OFFENSIVELori Moore
This thesis examines American leadership failures in correctly assessing indications of the 1968 Tet Offensive in Vietnam. It analyzes weaknesses that contributed to the failure, including North Vietnamese deception, the US inability to analyze actions, measures in place to detect preparations, and flaws in the US intelligence organization. The thesis investigates whether American leadership ignored or misinterpreted critical intelligence on enemy troop and supply movements. It also considers whether the US intelligence structure was optimized to analyze the intelligence available at the time. The Tet Offensive serves as a cautionary lesson for modern military leadership.
(This assignment has to be 3 pages)Your topic is inflation in ec.docxmercysuttle
This document provides instructions for a student to write a 3-page argumentative essay responding to a prompt about the forces that shaped the Cold War and Harry Truman's efforts to scare Americans. The student is directed to introduce their argument, use evidence from primary and secondary sources to support their position in multiple body paragraphs, and conclude by restating their thesis. They are to cite all sources using footnotes in Chicago style, only using evidence from the provided source book "Constructing the American Past."
This document outlines the objectives and content standards for an 11th grade U.S. history class focusing on the roles and experiences of minorities during World War II. The objectives are to analyze the lives of minorities at war and at home during this period, examine the contributions of minority groups to the war effort, and understand the racial tensions and civil rights issues that emerged. Key topics covered include the roles and treatment of African Americans, Japanese Americans, Native Americans, and others in the U.S. military and on the home front, as well as events like the internment of Japanese Americans and racial violence and protests that occurred during this time.
This honors thesis analyzes Allied intelligence assessments of Imperial Japan from 1931-1941. It argues that Allied underestimation of Japan's military capabilities was due to egotism and uncertainty about Japanese intentions. Low-level officers provided reports on Japanese training, but Allied concepts of modern warfare focused only on elements they excelled at, overlooking Japanese strengths. Policymakers accepted these assessments, forming an echo chamber. Unpredictable Japanese policy made intentions unclear. The Allies failed to anticipate Japan's 1941 attacks, demonstrating faulty intelligence conclusions.
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
This lesson plan aims to have high school students examine the causes and effects of the Vietnam War through analyzing primary source documents representing different perspectives on the war. Students will break into groups to read documents from the viewpoint of an anti-war protester, pro-war soldier, anti-war soldier, or government official. After discussing in their groups, students will present arguments justifying their stance on whether U.S. involvement in Vietnam was justified. The lesson intends to improve students' analytical thinking and ability to participate in discourse through evaluating historical interpretations of the controversial war.
Best College Entrance Essay. FREE 11 Sample College Essay Templates in MS Wor...Jamie Lynn
FREE 11+ Sample College Essay Templates in MS Word | PDF. 007 Writing Good College Entrance Essays Online Essay Checker Sample Of .... College Essay Examples - 9+ in PDF | Examples. New Essay Examples For College Entrance Tips - scholarship. 029 College Entrance Essay Examples Example And Career Readiness Apply .... Writing a college entrance essay - 24/7 Homework Help.. Entrance essay for graduate school - College Homework Help and Online .... 30+ College Essay Examples | MS Word, PDF | Examples. Calaméo - how to write college admission essays. Nc state mfa creative writing - Smart Dissertations with Qualified .... College entrance essay. Writing Center 24/7.. College Admissions Essay Workshop - 9 Types of Supplemental Essays ....
HIS 110 Education Organization / snaptutorial.comMcdonaldRyan53
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
This is a very brief lesson on the history of the Vietnam war. It gives students not only an idea of what was going on overseas, but also what was going on at home.
This gives students a very brief history of the Vietnam war. It not only gives them insight to what was going on overseas, but also what was going on at home.
Ashford 5: - Week 4 - Instructor Guidance
Week 4 - Instructor Guidance
HIS 206: United States History II
Instructor Guidance
Week 4
Congratulations to everyone to making it to week four! We are officially past the half way mark. This is a good time to take a step back and take stock of everything you have learned so far. If you are behind on your work for the course, it might be a good time to reach out to your instructor to see what you can do to get caught up.
This is also a good time to go over the sources that you have found for your final project, reading carefully and closely. It might help to keep researching at the Ashford Library (see the week three guidance for more help finding sources). As you read over your sources, ask yourself “what are they saying about the topic, and how can I use what they are saying to support what I want to say”. Also, take notes as you read, so that you can go back and use useful materials from sources. Use quotes sparingly and make sure that you explain the quote and put it in the context of your own thinking.
This week’s guidance will cover the following areas:
1. Utilizing Feedback
2. Checklist and Assignments for Week 4
3. Topics covered this week
4. Source list
Utilizing Feedback
Video Transcript
Go to top of page
Checklist and Assignments for Week 4
√
Week Four Learning Activities
Due Date
Review Announcements
Tuesday – Day 1
Review and reflect on Instructor Guidance
Tuesday – Day 1
Read Assigned Readings and View Assigned Videos
No later than Day 3
Post initial response to Discussion 1 – A Single American Nation
Thursday – Day 3
Contribute 100 words to Discussion 2 – Open Forum
Monday – Day 7
Complete Week Four Quiz
Monday – Day 7
Post two responses to peers in Discussions 1 and 2
Monday – Day 7
Watch “End of Course Survey” Video
Monday – Day 7
Go to top of page
Topics Covered This Week
Timeline
1946 February 22
George Kennan’s “Long Telegram” from Moscow outlines the need to contain communism.
1947 March 12
Truman Doctrine is announced.
1947 June 5
Secretary of State George Marshall announces “Marshall Plan” to rebuild Europe.
1948 June
The Berlin Blockade begins.
1948 July
Executive Order 9981 initiates the desegregation of the military.
1949 April
NATO is formed.
1949 August 29
The USSR tests its first nuclear weapon.
1949 October 1
Mao Tse-tung declares formation of the People’s Republic of China.
1950 February 9
Joseph McCarthy declares there are 205 enemies within the state department.
1950 June 25
The Korean War begins.
1951
Color television is introduced.
1952
Car seat belts are introduced.
1952
The U.S. explodes the first hydrogen bomb over the Marshall Islands.
1953
James Crick and Francis Watson create DNA model.
1953 March 5
Soviet leader, Joseph Stalin, dies.
1953 June 19
Julius and Ethel Rosenberg are executed for conspiracy to commit espionage.
1953 July
Fighting in the Korean War ends with a divided Korea.
1953 August 12
Soviet Union explodes first hydrogen bomb.
1.
The document provides an overview of the CIA's involvement in Vietnam during the Vietnam War. It discusses how the CIA supported the fragile South Vietnamese government and conducted clandestine counterinsurgency operations. While the CIA's intelligence was sometimes faulty, accurate intelligence that contradicted the President's plans was often discarded, leading to criticism of the CIA. The document also summarizes some of the key primary sources on the CIA in Vietnam, including Thomas Ahern Jr.'s comprehensive multi-volume work on CIA operations based on his experience in Vietnam and Laos. It highlights how Ahern described the CIA's initially supportive but complicated relationship with Ngo Dinh Diem and their efforts to find new leaders after his assassination, as well as programs
This document provides an introduction and table of contents for a dissertation analyzing US involvement in Vietnam from 1956-1965. It gives background on the situation in Vietnam leading up to 1956, including the temporary division of North and South Vietnam along the 17th parallel following the 1954 Geneva Accords. The dissertation will examine key events and decisions that deepened US involvement during the Eisenhower, Kennedy, and Johnson administrations, such as the failed 1956 reunification election, the 1963 assassination of Ngo Dinh Diem, and the Gulf of Tonkin incident of 1964. It ends its analysis in 1965 when US combat troops were deployed and bombing of North Vietnam began, representing the point of no return in American involvement in the Vietnam War.
The document provides an overview of a lesson plan about the internment of Japanese Americans during World War II. It discusses how students will analyze primary sources to determine if the internment was justified or a violation of civil rights. Key events discussed include the bombing of Pearl Harbor, FDR's executive order to relocate Japanese Americans, and Supreme Court cases challenging the constitutionality of the internment. The lesson plan aims to help students evaluate if limiting civil rights during times of war can ever be acceptable.
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
The document provides an overview of the key causes and events of the Vietnam War. It describes how Vietnam was divided in 1954 with US-backed South Vietnam and Soviet-backed North Vietnam. As fighting escalated, the US became increasingly involved through the 1960s due to the Domino Theory. Major events discussed include the Gulf of Tonkin Resolution of 1964, the Tet Offensive of 1968, and the fall of Saigon in 1975. It also examines the domestic anti-war movement in the US and the human costs of the war.
The document summarizes a lesson plan for 5th grade students on whether the California Gold Rush was a money-making opportunity. It includes 6 primary source documents for students to analyze. Students will be split into groups and assigned to argue either "yes" or "no" to the question. They will present their arguments, ask clarifying questions, and work towards consensus. The goal is for students to understand both the opportunities and hardships of the Gold Rush through analysis of multiple perspectives.
Christopher Columbus SAC by June Cavanaughjelenjos
The document provides background and instructions for a classroom activity exploring whether Christopher Columbus should be viewed as a hero or villain. The activity involves students being assigned into groups and arguing different positions using evidence from six primary source documents related to Columbus' voyages. The documents present various perspectives on Columbus that could support either view of him. The activity is designed to have students practice debate skills and work towards building consensus rather than strictly arguing opposing views.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
1) Students will participate in a Structured Academic Controversy to understand opposing viewpoints on the American Revolution by reading primary sources from King George and the Continental Congress.
2) Working in groups, students will be assigned a position and use the sources to summarize, question, and reach a consensus on whether the colonists were treated fairly by Britain.
3) The lesson aims to help students explain the causes of the American Revolution and articulate opposing perspectives using evidence from the historical documents.
Structured academic controversy capture sheet king georgejelenjos
This document provides instructions for a structured academic controversy activity where students debate whether King George III treated the colonists fairly. It outlines steps for the activity including preparing arguments from documents, presenting positions to opposing partners, listening to the other side, and building consensus as a group to answer the essential question.
Marganski dust bowl opening the textbook lesson planjelenjos
The document provides a lesson plan for teaching 8th grade students about the Dust Bowl and its impact on American farmers during the Great Depression. The plan calls for examining primary sources to supplement the textbook, which gives little detail about how agriculture issues and the Depression affected people's lives. Students will analyze sources about migrant farmers to rewrite a textbook excerpt about farmer hardships and New Deal policies. The goal is for students to understand the Dust Bowl's effects and citizens' reactions to FDR's programs.
Slaves in the United States developed secret communication methods to share information and plan escapes. Body language, facial expressions, and certain code words were used to convey hidden meanings without the knowledge of slave owners. These covert communication networks helped slaves gain knowledge and coordinate activities outside of the oversight of their masters.
This lesson plan template outlines a two-day lesson for 10th grade students on homesteaders in Nebraska in the 1860s. Students will use primary sources like letters and records from the Library of Congress to describe daily life for homesteaders. Specifically, students will learn about diseases, religion, social customs and the physical environment experienced by homesteaders. Through analyzing primary sources, students will describe life on the Nebraska prairie. To demonstrate their understanding, students will write a 5 paragraph letter from the perspective of a homesteader describing the lifestyle to a cousin back east. The lesson addresses state social studies standards and provides possibilities for differentiation.
This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what they've learned by writing a journal entry comparing a child laborer's life to their own. The lesson involves a warm-up activity showing an image of child laborers, reading handouts in groups with discussion, and applying their new understanding through reflective writing assessed with a rubric. Differentiation suggestions include oral presentation of materials and adjusting length for different learner needs.
Slaves in the United States developed secret communication methods to share information and plan escapes. Body language, facial expressions, and certain code words were used to convey hidden meanings without the knowledge of slave owners. These covert communication networks helped slaves gain knowledge and coordinate activities outside of the oversight of their masters.
This lesson plan introduces 4th grade students to child labor during the Industrial Revolution. Students will learn about the hardships faced by child laborers through primary source documents and images. They will internalize what it was like to be a child worker and compare it to their own lives today. As an application activity, students will write a journal entry answering how the life of a child laborer is the same or different from their own life based on the sources provided. The lesson allows for differentiation based on student needs.
1) In this lesson, students will analyze primary sources about how slaves communicated secretly to escape slavery via the Underground Railroad.
2) Students will learn that slaves used constellations, quilt patterns, coded song lyrics, and lanterns in windows to signal safe houses along the journey North.
3) In groups, students will create a newscast to inform others about the creative ways slaves communicated escape plans and routes on the Underground Railroad without knowing how to read or write.
This document provides instructions for analyzing primary sources related to the Underground Railroad. Students are asked to identify the main idea of each document and explain how it shows how slaves escaped from the South, then discuss with a partner one surprising fact learned and one remaining question about the Underground Railroad.
This lesson plan outlines a multi-day activity for 7th grade students to learn about and debate the issue of illegal immigration to the United States. Students will conduct research into the perspectives of different groups (illegal immigrants, US citizens against immigration, employers hiring immigrants), role play these viewpoints, and write a letter arguing their own position on potential policy solutions. The lesson aims to help students understand varying viewpoints, support opinions with evidence, and address the issue from multiple perspectives.
This lesson plan introduces students to life in tenement houses during 1800-1900 immigration to the United States. Students will research tenement houses using primary sources and describe rooms and families living conditions. They will explore perspectives of immigrants through images and develop understanding of challenges faced. To demonstrate their knowledge, students will create a research project selecting and describing images that convey their understanding of immigrant life in tenement houses during this period. The lesson aims to help students comprehend the complexity of immigrant experiences through historical inquiry.
Social studies primary source lesson plan.2011docx 1jelenjos
This lesson plan introduces students to Ruby Bridges, the first African American student to attend an all-white elementary school in New Orleans in 1960. Students will analyze primary sources about the obstacles Ruby faced, such as being escorted to school by U.S. Marshals due to resistance from white parents. They will roleplay being in Ruby's position and discuss how she overcame discrimination with courage and strength. Finally, students will demonstrate their understanding through activities like creating a newscast interviewing Ruby or illustrating a poster about her experience.
Ruby Bridges was the first African American student to attend an all-white elementary school in New Orleans in 1960. On November 4th, federal marshals escorted the 6-year-old Ruby to William Frantz Public School as the school was being desegregated under a court order. Ruby faced an angry mob protesting her attendance but entered the school with her head held high. Due to withdrawals by white students, Ruby had only one teacher, Barbara Henry, who helped make the year a positive experience for Ruby through one-on-one instruction. By the end of the year, protests had decreased and other students began returning to the school.
The document provides a reading comprehension activity about the story "Walking Tall" about Ruby Bridges being one of the first African American students to attend an all-white elementary school in the South. Students are directed to go back through the story and underline, circle, or draw boxes around answers to questions about key details and events. They are also asked to review their work for accuracy and completeness before turning it in.
Mr. Cobbey and his party camped in a grove occupied by other wagons, finding shelter from the rainy weather. They worked to make themselves comfortable for the evening after traveling 20 miles that day across a difficult landscape.
Mr. Cobbey crossed a wide, barren plain without water where deep dust made traveling difficult. He met a returning Californian, Mr. Climens, who gave an unflattering report of life in California, causing Mr. Cobbey to feel uncertain about what awaited them there.
An accident in the camp frightened Mr. Cobbey, making him initially fear an Indian attack until realizing it was merely a traveler injured by a horse.
This lesson plan explores westward expansion in the early to mid-1800s. Students will analyze primary sources to understand the experiences of pioneers traveling west and the impact of Manifest Destiny. They will compile a source booklet of annotated primary sources and create a simulated diary of a journey westward. The lesson aims to help students understand the risks Americans took to fulfill Manifest Destiny, how expansion affected the nation, and its lasting effects on history. Students will be evaluated on a rubric assessing their understanding of the personal and national impacts of westward migration.
Essential Tools for Modern PR Business .pptxPragencyuk
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
Youngest c m in India- Pema Khandu BiographyVoterMood
Pema Khandu, born on August 21, 1979, is an Indian politician and the Chief Minister of Arunachal Pradesh. He is the son of former Chief Minister of Arunachal Pradesh, Dorjee Khandu. Pema Khandu assumed office as the Chief Minister in July 2016, making him one of the youngest Chief Ministers in India at that time.
13062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
1. Academic Controversy in the History Classroom
This workshop is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.
Historical Question:
Was the Vietnam War different than previous American wars?
Author: Eric Marszalek
Class/Grade Level: American Studies – Grade 10
CT Standards:
S.S. 1.1.4 – Evaluate the changing role of U.S. participation and influence in world affairs.
S.S. 1.1.7 – Compare and contrast various American beliefs, values, and political ideologies.
S.S. 2.1.2 – Cite specific textual evidence to support analysis of primary and secondary sources.
S.S. 2.2.6 – Determine the central ideas of, and be able to, summarize information from primary and
secondary sources.
Overview:
This Structured Academic Controversy activity is planned as a way of helping American Studies
students who are conducting research in preparation for writing an essay on the Vietnam War. This
lesson is designed to make students aware of the possibility that differences in military strategy, war
policy, the enemy, the home front, and a variety of other considerations, makes the Vietnam War
“different” than any other American war.
Document Summary:
Document 1 is an excerpt from John Kerry’s testimony in 1971 before the Senate Foreign Relations
Committee. Mr. Kerry was representing the anti-war group Vietnam Veterans Against the War.
During his testimony Mr. Kerry very specifically described the anti-war position of veterans of the
Vietnam War and the reasons for that position. Students should be able to summarize that position.
Document 2 is political propaganda in support of the Allies during World War II. This cartoon by
Arthur Szyk illustrates the consensus position of much of the free world during the war years.
Students should note the evil intent of the planning session related to the desire for conquest by the
Axis powers. Student should be able to infer from the cartoon the righteousness of the Allies point of
view.
2. Document 3 is a letter sent to German-American philosopher, author, and educator Hannah Arendt,
that describes the growing movement against American involvement in Vietnam. The letter lists
influential and popular artists, writers, and actors who were already involved in the anti-war
movement in 1965. Students should note the actions already taken by this group as well as the plans
to come. Students should also examine the names of the artists, writers, and actors that are listed
near the bottom. Students should be able to evaluate the growth of the anti-war movement,
especially given the relatively early year of 1965.
Document 4 is a speech that President Lyndon Johnson made at Johns Hopkins University in 1965.
This speech, which was televised nationally, speaks to the government position on American
involvement in Vietnam. Students should be able to examine that position for it’s relationship to
American foreign policy ideals from previous eras.
Document 5 is a photograph of a young Vietnamese woman signing up to fight with the North
Vietnamese. The caption speaks to what is happening in the photo. Students should be able to
express that woman fighting in a war is not the norm and speaks to the differing nature of the military
conflict in Vietnam.
Document 6 is a naval dispatch from the Commander in Chief of the Pacific Fleet announcing the
Japanese attack on Pearl Harbor on December 7, 1941. The dispatch, in its simplicity, describes the
specific beginning of American involvement in World War II. Students should be able to contrast this
with the less definitive way in which the U.S. became involved in the Vietnam War.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with
their partner to prepare their argument using supporting evidence.
d. Students should summarize your argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2
records Team 1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.
c. Team 2 asks clarifying questions and records Team 1’s answers.
d. Team 2 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1
records Team 2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or
where they have differences about the historical question
3. Closure:
Closure will be achieved through two class discussions. First, students will share their group’s
conclusions from the Structured Academic Controversy. Similarities and differences in point of view
will be noted and discussed. Second, students will be asked to think about our recent and current
wars in Iraq and Afghanistan. Are there similarities and differences between the Vietnam War and
these two wars? Are there similarities and differences between previous American wars and these
two wars?
Assessment:
Through the Library of Congress website, students will find at least two more primary sources that
support their position. Students will complete a Primary Source Analysis worksheet for each newly
found primary source. Students will then write at least one narrative paragraph for each newly found
primary source describing what it is, how it supports their position, and documenting it properly.
Differentiation:
This lesson may be adapted in the following ways:
• The primary sources may be edited further.
• The primary sources may include a word bank of various vocabulary words.
• The teacher may model the analysis of a primary source similar to those presented in the
Document Handout.
• The teacher may include a narrative analysis of each of the primary sources presented in the
Document Handout.
• The teacher may assign groups that pair a struggling learner with a stronger learner.
4. DOCUMENT PACKET
Document 1
By April 1971, with at least seven legislative proposals relating to the Vietnam war under consideration, the Senate
Foreign Relations Committee chaired by Senator William Fulbright (Democrat-Arkansas) began to hear testimony. On the
third day of hearings, six members of the committee heard comments by John Kerry, a leader of the major veterans
organization opposing continuation of the war. Kerry was the only representative of Vietnam Veterans Against the War
(VVAW) who testified on April 22, but others in VVAW were in the audience and at times supported his remarks with
applause.
Headnote source: Dr. Ernest Bolt, University of Richmond
Statement of Mr. John Kerry
...I am not here as John Kerry. I am here as one member of the group of 1,000 which is a small representation of a very
much larger group of veterans in this country, and were it possible for all of them to sit at this table they would be here
and have the same kind of testimony....
WINTER SOLDIER INVESTIGATION
I would like to talk, representing all those veterans, and say that several months ago in Detroit, we had an investigation at
which over 150 honorably discharged and many very highly decorated veterans testified to war crimes committed in
Southeast Asia, not isolated incidents but crimes committed on a day-to-day basis with the full awareness of officers at all
levels of command....
They told the stories at times they had personally raped, cut off ears, cut off heads, taped wires from portable telephones
to human genitals and turned up the power, cut off limbs, blown up bodies, randomly shot at civilians, razed villages in
fashion reminiscent of Genghis Khan, shot cattle and dogs for fun, poisoned food stocks, and generally ravaged the
countryside of South Vietnam in addition to the normal ravage of war, and the normal and very particular ravaging which
is done by the applied bombing power of this country.
We call this investigation the "Winter Soldier Investigation." The term "Winter Soldier" is a play on words of Thomas
Paine in 1776 when he spoke of the Sunshine Patriot and summertime soldiers who deserted at Valley Forge because the
going was rough.
We who have come here to Washington have come here because we f eel we have to be winter soldiers now. We could
come back to this country; we could be quiet; we could hold our silence; we could not tell what went on in Vietnam, but
we feel because of what threatens this country, the fact that the crimes threaten it, not reds, and not redcoats but the crimes
which we are committing that threaten it, that we have to speak out.
FEELINGS OF MEN COMING BACK FROM VIETNAM
...In our opinion, and from our experience, there is nothing in South Vietnam, nothing which could happen that
realistically threatens the United States of America. And to attempt to justify the loss of one American life in Vietnam,
Cambodia, or Laos by linking such loss to the preservation of freedom, which those misfits supposedly abuse, is to us the
height of criminal hypocrisy, and it is that kind of hypocrisy which we feel has torn this country apart....
Source: VIETNAM WAR VETERAN JOHN KERRY'S TESTIMONY BEFORE THE SENATE FOREIGN RELATIONS COMMITTEE,
APRIL 22, 1971
Editorial Notes by Dr. Ernest Bolt, University of Richmond
https://facultystaff.richmond.edu/~ebolt/history398/johnkerrytestimony.html
5. Document 2
“Europe is getting hot!”
Cartoonist Arthur Szyk portrays the Axis plot to dominate the world. Hitler sits at the head of the table (left), flanked by
Joseph Goebels and Hermann Goering on his left, Spanish dictator Francisco Franco to his right, and Heinrich Himmler
across
Headnote source: Arthur Szyk: Artist for Freedom – Library of Congress Swann Gallery of Caricature and Cartoon
Source: Arthur Szyk: Artist for Freedom – Library of Congress Swann Gallery of Caricature and Cartoon
http://www.loc.gov/rr/print/swann/szyk/images/02737ju.jpg
6. Document 3
This letter, sent to German-American philosopher, author, and educator Hannah Arendt, describes the growing movement
against American involvement in Vietnam. The letter lists influential and popular artists, writers, and actors who were
already involved in the anti-war movement in 1965.
Source: Hannah Arendt Papers at the Library of Congress
http://memory.loc.gov/mss/mharendt_pub/04/041160/0001e.jpg
7. Document 4
This speech, given by President Johnson at Johns Hopkins University, was televised to a national audience.
President Lyndon Johnson’s 1965 Johns Hopkins University speech – “Peace Without Conquest”
“Tonight Americans and Asians are dying for a world where each people may choose its own path to change.
This is the principle for which our ancestors fought in the valleys of Pennsylvania. It is the principle for which our sons
fight tonight in the jungles of Viet-Nam.
Viet-Nam is far away from this quiet campus. We have no territory there, nor do we seek any. The war is dirty and brutal
and difficult. And some 400 young men, born into an America that is bursting with opportunity and promise, have ended
their lives on Viet-Nam’s steaming soil.
Why must we take this painful road?
Why must this Nation hazard its ease, and its interest, and its power for the sake of a people so far away?
We fight because we must fight if we are to live in a world where every country can shape its own destiny. And only in
such a world will our own freedom be finally secure.”
“We will always oppose the effort of one nation to conquer another nation.
We will do this because our own security is at stake.
But there is more to it than that. For our generation has a dream. It is a very old dream. But we have the power and now
we have the opportunity to make that dream come true.
For centuries nations have struggled among each other. But we dream of a world where disputes are settled by law and
reason. And we will try to make it so.”
Source: http://www.lbjlib.utexas.edu/johnson/archives.hom/speeches.hom/650407.asp
8. Document 5
Hanoi, North Vietnam – three young women look on as anther “signs up.”
According to an official communist source, these young women are members of the woman’s militia in the
suburbs of Hanoi, who are enlisting in the army to fight with North Vietnamese forces.
Headnote source: Library of Congress Prints and Photographs Division, Washington, D.C.
Source: http://www.loc.gov/pictures/item/2004681722/
9. Document 6
Naval dispatch from the Commander in Chief Pacific (CINCPAC) announcing the Japanese attack on Pearl Harbor
Headnote source: Naval dispatch from the Commander in Chief Pacific (CINCPAC) announcing the Japanese attack on
Pearl Harbor, 7 December 1941. Manuscript Division, Library of Congress. Reproduction Number A6; LC-MSS-78663-1.
Source: http://www.americaslibrary.gov/jb/wwii/jb_wwii_pearlhar_2_e.html
10. CAPTURE SHEET Don’t forget the rules of a successful
academic controversy!
1. Practice active listening.
2. Challenge ideas, not each other
Was the Vietnam War different than previous 3. Try your best to understand the other
American wars? positions
4. Share the floor: each person in a pair
MUST have an opportunity to speak
5. No disagreeing until consensus-
building as a group of four
Preparation:
1. Highlight your assigned position.
Yes: The Vietnam War was not different than previous American wars.
No: The Vietnam War was different than previous American wars.
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document What is the main idea of this document? What details support your position?
#
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:
11. Position Presentation:
4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: